Choosing and Evaluating Materials That Support Children

Learning environments are designed with children’s interests and needs in mind. They should be organized, accessible and aligned with developmental goals for all children. Strong programs focus on creating areas that support different types of play and learning.

For example, classrooms often benefit from clearly organized spaces such as:

• A quiet area for reading and calming activities.
• A block or construction area for building and problem-solving.
• A dramatic play area that supports social and imaginative skills.
• A sensory or art space for creativity and exploration.

When you thoughtfully display and offer materials, you invite children into active exploration. Items stored on low, clearly labeled shelves that are rotated regularly spark curiosity, encourage engagement and inspire children to investigate, ask questions, collaborate with peers and follow their own ideas in meaningful ways.

In Indiana, programs participating in Paths to QUALITY™ are encouraged to create environments that are both developmentally appropriate and responsive to children’s interests. This includes ensuring materials are accessible, inclusive and reflective of the children and families served.

Not all materials offer the same value. High-quality learning materials are those that encourage open-ended play, problem-solving and creativity. These materials allow children to use them in multiple ways, rather than limiting them to a single result.

For example, blocks, loose parts and crafts can be used in many ways, supporting a wide range of developmental skills. In contrast, materials with only one purpose, such as a pull-along toy, may limit engagement and learning.

When selecting materials, it is important to consider:

• Whether they are appropriate for the age and development of the children.
• If they reflect diverse cultures, families and experiences.
• How they support different areas of development, including social-emotional, cognitive and physical development.
• Whether they encourage interaction among children.

Indiana providers can access guidance on selecting developmentally appropriate materials through the OECOSL childcare support line by calling 1.800.299.1627.

Creating a strong learning environment also requires regular evaluation. Over time, materials may become outdated, broken or less engaging for children. Taking time to assess what is and isn’t working can help improve the overall quality of your program.

A simple way to start is by observing how children interact with materials. Are certain areas consistently ignored? Are materials being used in unintended ways? These patterns can provide insight into what may need to be adjusted.

When evaluating your classroom, consider:

• Which materials children use most often and which are ignored.
• Whether materials are organized and easy for children to access.
• If there is enough variety to support different interests and skill levels.
• Whether materials are rotated regularly to maintain engagement.

For example, if you notice that children rarely use a specific area, it may not be because they are not interested. The space may need to be rearranged or refreshed with new materials. Small changes, such as reducing clutter or introducing a new set of materials, can make a significant difference. To learn more about creating spaces that invite curiosity, check out this blog.

Budget is a reality for most childcare programs, but creating a strong learning environment does not require expensive materials. Many effective classrooms use a mix of purchased items and low-cost or natural materials.

For example:

• Recycled materials can be used for art and construction.
• Household items can be incorporated into dramatic play.
• Natural elements such as leaves, sticks or stones can support sensory exploration.

Try to focus on how materials are used, rather than how much they cost. Intentional use of simple materials can often provide richer learning experiences than more expensive, single-use items.